In the quest for quality in early childhood education, it is important to explore the subtleties that define socio-culturally relevant pedagogy. A qualitative, multi-case study approach was used to explore perspectives of teachers about socio-cultural influences on their teaching in kindergarten classrooms in Ghana. Four teachers from two kindergartens participated in the research. Data were collected across a six-month period and were drawn from semi-structured individual interviews, paired-teacher interviews, and field notes made during classrooms observations. Both within-case and cross-case analyses were used to explore how the local socio-cultural context influenced the use of learning materials, storytelling, and use of traditional songs and rhymes. Teachers believed that adapting their practices to the socio-cultural context could support children’s understanding of cognitive concepts, language, literacy and moral development. The findings provide evidence about how individual teachers take account of the socio-cultural contexts in their pedagogy. The findings demonstrated that the teachers had sufficient agency to modify and adapt their pedagogies that took account of the social-cultural experiences of children and applied these ideas within the curriculum framework in order to support children’s learning.

中文翻译：

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加纳社会文化混合体中的幼儿教育：幼儿园案例研究

在追求幼儿教育质量的过程中，探索定义与社会文化相关的教学法的微妙之处非常重要。使用定性、多案例研究方法来探索教师关于社会文化对其在加纳幼儿园课堂教学中的影响的观点。来自两所幼儿园的四名教师参与了研究。数据是在六个月的时间内收集的，并且来自半结构化的个人访谈、配对教师访谈和课堂观察期间的现场笔记。案例内和跨案例分析都用于探索当地社会文化背景如何影响学习材料的使用、讲故事以及传统歌曲和韵律的使用。教师相信，根据社会文化背景调整他们的做法可以支持儿童对认知概念、语言、读写能力和道德发展的理解。调查结果提供了关于个别教师如何在教学中考虑社会文化背景的证据。调查结果表明，教师有足够的能动性来修改和调整他们的教学法，这些教学法考虑到了儿童的社会文化经验，并将这些想法应用于课程框架内，以支持儿童的学习。